Case Presentations: A Key Method for Evaluating Core Competencies in Professional Psychology?

• Published in: Canadian psychology = Psychologie canadienne 2010-11, Vol.51 (4), p.269-276
• Main Authors: Hadjistavropoulos, Heather D, Kehler, Melissa D, Peluso, Daniel, Loutzenhiser, Lynn, Hadjistavropoulos, Thomas
• Format: Article
• Language: English
• Subjects: Case Report; Clinical psychology; Clinical Psychology Graduate Training; Core competencies; Evaluation; Human; Professional Competence; Professional Development; Studies; Training
• ISSN: 0708-5591; 1878-7304
• DOI: 10.1037/a0021735

The clinical psychology training literature highlights the need to evaluate student competency in core competencies (e.g., assessment, intervention, interpersonal relationships, research, ethics, supervision). One such evaluation method that allows for a broad-based examination of core competencies is the oral case presentation. The oral case presentation is not new to clinical psychology, but the use of this method to evaluate core competencies has not been extensively discussed. We conducted a Web-based survey on the use of case presentations to evaluate students in professional psychology programmes in Canada. Responses were obtained from 20 of 28 Canadian Psychological Association (CPA)-accredited programmes. Respondents reported on the use of the oral case presentations in the evaluation of students and the perceived value of case presentations. The majority of respondents ( N = 14) reported that students gave an oral case presentation during the course of training. Most of these programmes required the case presentation in the fourth year ( N = 8), a point in time when competency might be best assessed. Only very few programmes ( N = 3) reported that the case presentation was evaluated by a committee, with formal guidelines to assess the case presentation. The case presentation was viewed as being helpful for evaluating several different abilities (e.g., case conceptualisation, awareness of metaknowledge, use of research in practice, reflective skills). Overall, the case presentation was positively evaluated, but appears underutilised in Canadian professional psychology programmes to evaluate clinical competency. To encourage further use of this method for formal evaluation, guidelines for presentations and evaluation are provided. Future directions for research are also outlined.